edTPA Lesson Plan

Name Priscilla Cicero

Lesson #, Lesson Title Lesson #2: Hiroshima and Nagasaki

Date and Day of the Week Tuesday, April 16th, 2019

Grade Level and Class Global History II
Period and Length 3rd period, 60 minutes
Materials Needed Chalkboard, Elmo projector, colored pens, pencils, highlighters,
primary and secondary source documents to be evaluated
Standards and Objectives
Standards:
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which
details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.WHST.9-10.9.
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Learning Objectives (SWBAT):
SWBAT evaluate the different points of view regarding the U.S decision to use chemical warfare on Japan.

Central Focus:
To justify the decision to drop atomic bombs on Nagasaki and Hiroshima.

Academic Language Demands:

● Language Function: Compare/contrast
● Language Demand: seminar discussion question graphic organizer
● Vocabulary: The Manhattan Project; Nagasaki; Hiroshima; China/Chinese; Japan/Japanese; westward;
Nanjing/Nanking; Shanghai; escalate; Nazi; rape; narrative
● Discourse: Debate; convince an audience that he or she is correct, using evidence and reason
● Syntax: analysis of various sequential documents

Assessments Related to This Lesson:

● Entrance: “Do Now” in Notebook (informal)
● Class Discussion (informal)
● DBQ Set (informal)
● “The Rise of Dictatorships and World War II: Justified or Unjustified” (formal)
● Debate Discussion Graphic Organizer (formal)
● Exit: Quote analysis (informal)
● Homework: Short Response Prompt (8-10 sentences)
 Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale:
(Minutes)
10 Entrance: Objective and Do Now Entrance activity/objective will be
Objective: How do the different points of view in the documents written in student notebooks.
treat the same topic?
Do Now: Write down as many things as you can possibly
remember regarding what you’ve learned about Japan.

5 Launch (Motivation): Class Discussion/Review of Do Now Students will share what they’ve
● Who is involved? learned about Japan becoming a
● What is happening? more aggressive nation during the
● Why is this a problem? interwar period.

5 Instructional Procedure (Model): Think-Pair-Share (DBQ Set)
“The Rise of Dictatorships and World War II: Justified or
Unjustified”
Students will be introduced to the
document set and the DBQ seminar
discussion graphic organizer. In this
class, we won’t be having a
seminar, but the graphic organizer
can be utilized during the student
debate.

15 Structured Practice (Application): Think-Pair-Share (DBQ Set)
“The Rise of Dictatorships and World War II: Justified or
Unjustified” & World War II DBQ Seminar Discussion Graphic
Organizer
Students have a set of documents
that encompass different points of
view regarding the U.S decision to
drop the atomic bombs and
Nagasaki and Hiroshima. They will
be sitting in pairs, and will work
together to completely analyze the
document sets.
20 Assessment During/After Structured Practice: Class Debate Students will be asked to choose a
Using World War II DBQ Seminar Discussion Graphic Organizer side about the decision: justified or
unjustified. Those students who
believe the choice was justified will
go to right side of the room and
those who oppose them will stand
on the left side of the room. They
will use their World War II DBQ
Seminar Discussion Graphic
Organizer as reference for their
debate. They should have “justified”
or “unjustified” along with their
supporting evidence of their choice
which will be derived from the
documents.
5 Closure: Exit ticket Question Synthesis question presented as an
“Should the rest of the world be concerned with North Korea and enduring issue. This question will
Iran having access to chemical weaponry? Why or why not?” help bring the concept of Nagasaki
and Hiroshima to a present day
point of view. They will write their
answers on index cards.

Homework: Short Response Prompt Students in my class are on a

Monday/Tuesday/Friday rotation. I
will not see them again until after
the break. They will be asked to
complete a short response prompt
by using the documents they’ve
been provided. They are welcome
to use outside information from the
debate as well.